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Download full textOffice of Planning, Evaluation and Policy Development, US Department of Education, 2016
States increasingly are incorporating Kindergarten Entry Assessments (KEAs) into their comprehensive assessment systems with the goal of helping educators identify gaps in children's competencies, target instruction to children's individual needs, engage parents to better support their child's learning, and identify needs for expanding and…
Descriptors: Kindergarten, Tests, Testing Programs, Data Use
Direct linkWalser, Nancy, Ed. – Harvard Education Press, 2011
This edited volume covers the range of critical trends in the use of computers and other devices for classroom teaching, online learning, professional development, school improvement, and student assessment. "Spotlight on Technology in Education" draws on expert sources including teacher-leaders, librarians, researchers, and trainers who…
Descriptors: Electronic Learning, Electronic Publishing, Video Games, Online Courses
Ambrosio, John – Phi Delta Kappan, 2004
In this article, the author tells the story of one school and how the No Child Left Behind (NCLB) Act has been affecting its teachers and the educational opportunities and outcomes of its students. Roosevelt High School, located in North Portland, Oregon, has the most ethnically diverse student population in what is the largest school district in…
Descriptors: Test Bias, Testing Programs, High Schools, English (Second Language)
Ingle, Robert B., Ed.; And Others – 1978
Three conference sessions focused on attempts to implement minimum competency testing programs at various educational levels. In each of the sessions particular attention was paid to planning for the development of a minimum competency testing program; the processes of development, initiation, and interpretation of the results; and difficulties…
Descriptors: Basic Skills, Competence, Competency Based Education, Conference Reports
Oregon State Dept. of Education, Salem. – 1996
Oregon is in the process of raising expectations for its students. The state will now require students to prove their proficiency through a series of classroom assignments and state tests. Students who achieve the grade-10 standards on the required assignments and tests will receive a Certificate of Initial Mastery, and those who achieve the…
Descriptors: Academic Achievement, Art Education, Course Content, Curriculum
Oregon State Dept. of Education, Salem. – 1996
Oregon is raising its expectations for students. The current academic standard, which allows students to graduate with only a D-minus average in 22 credit hours of classes, is being replaced by the requirement that students prove that they are proficient in English, mathematics, science, history, and other academic subjects. Students will…
Descriptors: Academic Achievement, Accountability, Achievement Tests, Benchmarking
Oregon State Dept. of Education, Salem. – 1996
Oregon is raising its expectations for students. The current academic standard, which allows students to graduate with only a D-minus average in 22 credit hours of classes, is being replaced by the requirement that students prove that they are proficient in English, mathematics, science, history, and other academic subjects. Students will…
Descriptors: Academic Achievement, Accountability, Achievement Tests, Benchmarking
Venezia, Andrea; Finney, Joni E. – National Center for Public Policy and Higher Education, 2006
This case study is part of a broader research project examining state policies and governance structures that span K-12 and postsecondary education. Florida has implemented some of the most sweeping education governance changes of any state; all levels of education are housed in the Department of Education, which is overseen by a commissioner who…
Descriptors: Postsecondary Education, Elementary Secondary Education, Governance, Educational Change
Oregon State Dept. of Education, Salem. – 1996
Oregon is raising its expectations for students. The current academic standard, which allows students to graduate with only a D-minus average in 22 credit hours of classes, is being replaced by the requirement that students prove that they are proficient in English, mathematics, science, history, and other academic subjects. Students will…
Descriptors: Academic Achievement, Accountability, Achievement Tests, Art Education
Oregon State Dept. of Education, Salem. – 1996
Oregon is raising its expectations for students. The current academic standard, which allows students to graduate with only a D-minus average in 22 credit hours of classes, is being replaced by the requirement that students prove that they are proficient in English, mathematics, science, history, and other academic subjects. Students will…
Descriptors: Academic Achievement, Accountability, Achievement Tests, Benchmarking
Oregon State Dept. of Education, Salem. – 1996
Oregon is raising its expectations for students. The current academic standard, which allows students to graduate with only a D-minus average in 22 credit hours of classes, is being replaced by the requirement that students prove that they are proficient in English, mathematics, science, history, and other academic subjects. Students will…
Descriptors: Academic Achievement, Accountability, Achievement Tests, Benchmarking
Venezia, Andrea; Callan, Patrick M.; Kirst, Michael W.; Usdan, Michael D. – National Center for Public Policy and Higher Education, 2006
This case study is part of a broader research project examining state policies and governance structures that span K-12 and postsecondary education. Georgia was the first state to have state and regional P-16 councils, and its regents' office in the University System of Georgia oversees a variety of projects that focus on connecting K-12 and…
Descriptors: Postsecondary Education, Elementary Secondary Education, Governance, Educational Change
Venezia, Andrea; Kirst, Michael W. – National Center for Public Policy and Higher Education, 2006
This case study is part of a broader research project examining state policies and governance structures that span K-12 and postsecondary education. Oregon has been a leader in K-16 reform through its development of the Proficiency-based Admission Standards System (PASS), which articulated postsecondary expectations and linked them with K-12…
Descriptors: Postsecondary Education, Elementary Secondary Education, Governance, Educational Change
